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WELCOME BACK!!

WELCOME BACK!!. WEDNESDAY. Response to Feedback. Peer Review of Logic Models. Rubric, Logic Models, DIGS, and You!. Data Inquiry Group (DIG) BSILI Presentation. Arrowhead Wednesday. Overview. Trail to here What is a DIG? What does a DIG look like? Why should you care?

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WELCOME BACK!!

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  1. WELCOME BACK!! WEDNESDAY

  2. Response to Feedback

  3. Peer Review of Logic Models

  4. Rubric, Logic Models, DIGS, and You!

  5. Data Inquiry Group (DIG)BSILI Presentation Arrowhead Wednesday

  6. Overview • Trail to here • What is a DIG? • What does a DIG look like? • Why should you care? • Lessons and examples • The coming year

  7. Data Inquiry Groups: • Engage in focused inquiry • Use that inquiry to tell the PL Hub story • Inform your logic model and theory of change • Become leaders in Data Inquiry • Foster data use in your hub and on your campus

  8. 3CSN DIG Activities • BSILI 2013 – Introduction • Student Success Conference • DIG Prep Academy • Reunion conference call

  9. Objectives • Create your DIG and meet • Identify research questions and measurable outcomes for the professional learning related to your initiative • Design a Research Plan (including methodology, data collection, analysis and use) for studying your initiative • Collect the necessary data to address the outcomes identified • Analyze and interpret your data – create findings • Use your findings to engage the larger community through presentations and other engagement activities

  10. DIG Framework • What are you trying to understand? • e.g., How tutor training changes tutoring • Why are you asking? • Internal – my need to improve • External – whom am I intending to influence? • How are you going about it? • Strategy or technique

  11. What Are You Studying • Research question guides everything • Framing the question to clearly identify level of analysis • Purpose informs question framing • Research vs. Action Research vs. Evaluation • Example: • How does the application of HoM in the classroom’s impact on student learning (classroom level average)? • How does the application of HoM in professional learning’s impact a teacher’s practice?

  12. Why Are You Asking Evaluation Research Intended for: Adding to the existing knowledge base Researcher sets the agenda Primary audience for the study: Scientific/academic community • Intended for: • Program decision making • Rendering judgments • Stakeholders set the agenda • Primary audience for the study: • Program staff & stakeholders

  13. Why Are You Asking Evaluation Research Findings are: Intended to be broadly applicable or generalizable Shared at the end of the study • Findings are: • Program & context specific • Shared on an ongoing basis

  14. What have we learned?

  15. DIGs In Action • Santa Rosa Junior College • Coastline Community College

  16. DIG Update Questions • Who are the members of your Data Inquiry Group? • Briefly describe the initiative related to your DIG? • What is the professional learning supporting that initiative? • What are your DIG research questions and measurable outcomes for the professional learning related to your initiative? • Where are you in developing your DIG research plan? • Where are you in your research process? • What challenges are you facing with your DIG? • What are your next steps between now and the end of fall term?

  17. Lessons Learned • Measurement level issues • Needs assessment • Resource scarcity • Time/IR person • DIG focus on professional learning • More focused support from 3CSN

  18. What’s in store?

  19. DIG In To Your Future • Join an existing DIG • Start your own DIG • 3CSN is here to support your success

  20. Getting Started • Invite participation • Widely and strategically • Identify a leader • Shape the conversation • Identify a shared question, goal, or purpose • Look at the research; document your work • Provide support • Recognize effort; build respect and trust The Carnegie Foundation for the Advancement of Teaching (2008). Faculty Inquiry in Action: Guidelines for working together to improve learning. p6

  21. Potential Outcomes • Increased local knowledge about teaching, learning, and research • Revitalized engagement in teaching and campus innovation • Shared responsibility for student learning • Front-burner professional learning, growth and development • A culture of inquiry and evidence The Carnegie Foundation for the Advancement of Teaching (2008). Faculty Inquiry in Action: Guidelines for working together to improve learning. p7

  22. Needs Assessment • Revisit your framework • Develop a plan • Who & What Maps • Campus • 3CSN • Other

  23. Next Steps • Strengthening Student Success conference post-conference session • DIG Prep Academy in January • Regular check-ins with 3CSN

  24. After Lunch • Given the activities you are planning as part of your PL Hub, what are some of the most immediate outcomes you want to see for faculty who are participating in this professional learning? • What questions might you ask to help you investigate whether your PL is having the impact you are hoping for?

  25. CoPs: Speed Dating (for Dumbo)

  26. Working Session • Calendar • Menu • Pulling it all together

  27. Homework • Finishing touches on your logic model and theory of change • Read the leadership article – Which “learning tasks of leading” do you feel expert in? Which one do you feel novice in?

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